In-Services for Long-Term Care

1 In-Services f or Lo ng-Term CareEducation for Frontline StaffKelly Smith Papa, MSN, 11/12/15 3:40 PMIn-Services for Long-Term CareEducation for Frontline StaffKelly Smith Papa, MSN, RNIn-Services for Long-Term care : Education for Frontline Staff is published by HCPro, a division of BLRC opyright 2015 HCPro, a division of BLRAll rights reserved. Printed in the United States of America. 5 4 3 2 1 ISBN: 978-1-55645-285-7No part of this publication may be reproduced, in any form or by any means, without prior written consent of HCPro, or the Copyright Clearance Center (978-750-8400). Please notify us immediately if you have received an unauthorized provides information resources for the healthcare industry. HCPro is not affiliated in any way with The Joint Commission, which owns the JCAHO and Joint Commis-sion Smith Papa, MSN, RN, AuthorOlivia MacDonald, Managing EditorAdrienne Trivers, Product ManagerErin Callahan, Senior Director, ProductElizabeth Petersen, Vice PresidentMatt Sharpe, Production SupervisorVincent Skyers, Design ManagerVicki McMahan, Sr.

2 Graphic DesignerDiane Uhls, Layout/Graphic DesignTyson Davis, Cover DesignerAdvice given is general. Readers should consult professional counsel for specific legal, ethical, or clinical questions. Arrangements can be made for quantity discounts. For more information, contact:HCPro75 Sylvan Street, Suite A-101 Danvers, MA 01923 Telephone: 800-650-6787 or 781-639-1872 Fax: 800-639-8511 Email: HCPro online at and 2015 HCPro In-Services for Long-Term care : Education for Frontline Staff | iiiContentsIn-Service 1 Alzheimer s Disease ..1In-Service 2 Amputation: Understanding Barriers and Strategies for Quality of Life ..17In-Service 3 Arthritis .. 31In-Service 4 Assistive Devices .. 47In-Service 5 Understanding and Responding to Distress ..59In-Service 6 Bloodborne Pathogens and Standard Precautions ..73In-Service 7 Communication ..89In-Service 8 Cultural Diversity ..101In-Service 9 Caring for People With Dementia.

3 113In-Service 10 Depression and Anxiety ..125In-Service 11 Diabetes ..137In-Service 12 Dysphagia ..151In-Service 13 Elder Abuse and Neglect: Preventing, Recognizing, and Reporting ..163In-Service 14 End-of-Life care ..175In-Service 15 Ethics ..187In-Service 16 Heart Disease and Health ..201In-Service 17 HIPAA ..215In-Service 18 Incontinence and Constipation ..227 iv | In-Services for Long-Term care : Education for Frontline Staff 2015 HCProIn-Service 19 Infection Control: Guidelines for Standard and Additional 20 Kidney Disease ..255In-Service 21 Lifting and Transferring ..271In-Service 22 Malnutrition and Dehydration ..287In-Service 23 Mental Illness ..301In-Service 24 Multiple Sclerosis ..313In-Service 25 Nutrition: Guidelines for Balanced Meals and Special Diets ..327In-Service 26 Oxygen Therapy ..339In-Service 27 Pain Management ..349In-Service 28 Parkinson s Disease ..359In-Service 29 Resident Education.

4 371In-Service 30 Personal care ..385In-Service 31 Professionalism and Accountability ..399In-Service 32 Psychosocial care ..415In-Service 33 Range of Motion and Positioning ..429In-Service 34 Preventing Readmission to Hospitals ..441In-Service 35 Respiratory Disorders ..451In-Service 36 Seizures and Strokes ..465In-Service 37 Skin care ..479In-Service 38 Feeding Tubes and Oral care ..491In-Service 39 Urinary Catheter care ..503In-Service 40 Vital Signs ..519 2015 HCPro In-Services for Long-Term care : Education for Frontline Staff | vIntroductionEvery day we are surrounded by the opportunity for learning. Whether it is learning a new policy, enhancing skills, reflecting on actions, or meeting a new person, in Long-Term care we have count-less opportunities to learn and grow. I often find myself thinking about Michelangelo, who at the age of 87 wrote the inscription Ancora Imparo (I am still learning) in one of his sketches.

5 The painter and sculptor, who had created magnificent works of art his entire life, was still learning. I believe in lifelong learning; I don t think any person can ever feel they re done learning, growing, and becoming. Healthcare is an ever-changing world with constant challenges and new expectations of those we serve. The more we know about our jobs and those we serve, the more we know we need to learn. If you are reading this book, you are inspired to bring new learning to your team. Your approach, in bringing enlightened learning to your team, is an essential factor in the building of skills. Qual-ity clinical outcomes are the results of a talented team of staff with high clinical competence and empathy for those they are entrusted to care for. In this book you will find 40 essential In-Services . Each chapter offers tools to help you create connections with your team as you help them deepen their awareness and skills in a variety of important Long-Term care topics.

6 While using the materials in this book, keep in the mind the additional information your team will need to know regarding your facility s specific policies and believe we learn the most from authentic educators who are passionate about learning and de-veloping. Educators who are excited about the topics that they are teaching and who also have a deep respect for their students have the biggest impact. As an educator, take the extra time to learn about how adults learn and infuse your classes with many types of communication and approach-es to be sure that students are able to feel educated about the topic at hand. Use training time to build relationships to help with less formal learning that occurs in those unscheduled teachable moments. 2015 HCPro In-Services for Long-Term care : Education for Frontline Staff | 1 2015 HCPro In-Services for Long-Term care : Education for Frontline Staff | 1 Alzheimer s DiseaseTeaching PlanTo use this lesson for self-study, the learner should read the material, do the activity, and take the test.

7 For group study, the leader may give each learner a copy of the learning guide and follow this teaching plan to conduct the lesson . Certificates may be copied for everyone who completes the objectivesAfter this lesson , participants should be able to: Recognize signs of Alzheimer s disease (AD) Apply suggestions that may make caring for the person with AD easier Use techniques for handling distress in a compassionate wayLesson activities1. Ask participants to remember a time when they faced an unfamiliar situation. The first day of a new job, for example, usually requires talking to strangers, figuring out unfamiliar routines and tasks, and getting around in a strange building. Encourage the learners to tell you how they feel in such situations. Some natural feelings include confusion, puzzlement, nervousness, insecurity, or even fear. Explain to participants that a person with AD feels this way all the time.

8 The world is more puzzling to them every day. Everyone seems to be a stranger, nothing seems familiar, and abilities they used to have are gone. When we try to see situations from the point of view of the person with AD, it is easy to understand why they are sometimes anxious, irritable, or upset. 2. Distribute index cards or paper. Ask each learner to take two cards and on one card write down a question about caring for people with AD and on the other card write down a joy found caring for people affected by AD. Have the learners fold the papers or cards that have the questions on them and place them in a box or basket you provide. Ask them to hold onto the card that has the joy on it. These can be shared later in the lesson when you 1 In-Service 12 | In-Services for Long-Term care : Education for Frontline Staff 2015 HCProfeel ready. Hand out copies of the learning guide. Have each learner draw a card from the basket.

9 Instruct the learners to read the learning guide and try to find an answer to the question. Allow enough time for all learners to find their answer, and then ask them to read their question aloud to the group and explain the answer they found. If there is no answer for the question in the learning guide, have learners brainstorm possible approaches or ideas based on the principles in the lessonReview the material in the lesson with participants. Allow for participants take the test. Review the answers together. Award certificates to those who answer 70% of the test questions answers1. c2. False3. e4. True5. b, c, e6. True7. True8. True9. c10. False 2015 HCPro In-Services for Long-Term care : Education for Frontline Staff | 3 Alzheimer s DiseaseAlzheimer s Disease Learning GuideContents: Understanding Alzheimer s Disease Causes Complications Treatment Prevention and research Caring for the Person With AD Suggested approaches to caring for the person with AD Approaches for supporting the person with AD who is in distress Understanding Alzheimer s DiseaseAlzheimer s disease (AD) is the most common form of dementia.

10 More than 4 million Americans have AD. The disease is characterized by memory loss, language deterioration, poor judgment, and inability to care for personal needs. AD is a form of dementia that affects a person s ability to carry out daily activities. It involves the parts of the brain that control short- and Long-Term memory, speaking and understanding language, concentration, and the ability to perform complex tasks. Healthy brain tissue dies or deteriorates, causing a steady decline in memory and mental AD is not the only form of dementia. Doctors diagnose AD by doing tests to eliminate all the other possible reasons for the person s symptoms. People can suffer from more than one form of demen-tia at a time. This is why treatment approaches that are person-centered and based on the person s strengths are the most causes progressive degeneration of the brain. It may start with slight memory loss and confu-sion but eventually leads to severe, irreversible mental impairment that destroys a person s ability In-Service 14 | In-Services for Long-Term care : Education for Frontline Staff 2015 HCProto care for him or herself without assistance.